Great problem-solvers share three characteristics: They are curious, they are passionate, and they contribute to the well-being of society. With this in mind, NIT is committed to the belief that with proper training, good teachers can make great thinkers.
Our philosophy is that people who learn to think rationally balance their needs with their desires. They can confidently pursue their passions are more likely to improve their quality-of-life and those around them.
To paraphrase Yogi Berra, “Learning is 90% mental. The other half is teaching.” In other words, before students can learn how to read and count, they must learn how to learn.
The Nfr Institute defines learning as sensing, comprehending, applying, retaining information. We train our students to improve all of these skills. Our instructors have successfully taught a concept when every student can perform these tasks.
While the standards related to No-Child-Left-Behind (NCLB) define what students should learn, they do little to define how teachers should guide them to this knowledge. This dilemma is similar to defining goals in basketball but not how to advance the ball to the hoop.
The Nfr Institute method of teaching defines a framework for teachers to guide students’ learning. For example, by identifying the students’ concrete-frame of reference, teachers can use metaphors from their experiences to explain new concepts.
Education is meaningless if it does not lead to greater understanding or does not improve quality-of-life. If students are to be pansophic, they need a strong foundation in all human knowledge.
Beginning with science, industry and art, the Nfr Institute curriculum maps the evolution of human knowledge on the landscape of human civilization. This construct enables students to better perceive the standards as solutions to problems.